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Psychology

D-Index
58
Citations
13801
World Ranking
3861
National Ranking
2164

Overview

Marcia A. Barnes is affiliated with Vanderbilt University in the United States. Their research primarily spans the fields of psychology and mathematics, with a strong focus on developmental and educational psychology. The research also incorporates elements of statistics and probability, cognitive neuroscience, education, and psychiatry and mental health.

The main research topics covered by Barnes include reading and literacy development, cognitive and developmental aspects of mathematical skills, mind wandering and attention, attention deficit hyperactivity disorder, educational and psychological assessments, writing and handwriting education, and neural and behavioral psychology studies.

Frequent coauthors collaborating with Barnes have included Sharon Vaughn, Paul T. Cirino, Greg Roberts, Nathan H. Clemens, and Lynn S. Fuchs.

Key publication venues in which Barnes has frequently published are:

  • Annals of Dyslexia
  • Learning and Individual Differences
  • Journal of Educational Psychology
  • Scientific Studies of Reading
  • Journal of Experimental Child Psychology

Recent notable papers authored or coauthored by Barnes include:

  • Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention. (2020, Journal of Educational Psychology)
  • Building word-problem solving and working memory capacity: A randomized controlled trial comparing three intervention approaches. (2022, Journal of Educational Psychology)
  • Sustained Attention and Behavioral Ratings of Attention in Struggling Readers. (2020, Scientific Studies of Reading)
  • Visual attention and reading: A test of their relation across paradigms. (2021, Journal of Experimental Child Psychology)
  • The Word-Problem Solving and Explanations of Students Experiencing Mathematics Difficulty: A Comparison Based on Dual-Language Status. (2020, Learning Disability Quarterly)

Best Publications

  • Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.

    Maureen Dennis;David J. Francis;Paul T. Cirino;Russell Schachar

  • Comprehension skill, inference-making ability, and their relation to knowledge.

    Kate Cain;Jane V. Oakhill;Marcia A. Barnes;Marcia A. Barnes;Peter E. Bryant

  • When does irregular spelling or pronunciation influence word recognition

    Mark S. Seidenberg;Gloria S. Waters;Marcia A. Barnes;Michael K. Tanenhaus

  • Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches

    Unknown

  • A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics

    Peng Peng;Jessica M. Namkung;Marcia Barnes;Congying Sun

  • A meta-analysis on the relation between reading and working memory.

    Peng Peng;Marcia Barnes;Cui Cui Wang;Wei Wang

  • Classification of learning disabilities: An evidence-based evaluation.

    Jack M. Fletcher;G. Reid Lyonm;Marcia Barnes;Karla K. Stuebing

  • Late intellectual and academic outcomes following traumatic brain injury sustained during early childhood.

    Linda Ewing-Cobbs;Mary R Prasad;Larry A Kramer;Charles S Cox

  • The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding

    C. Nikki Arrington;Paulina A. Kulesz;David J. Francis;Jack M. Fletcher

  • Modeling of longitudinal academic achievement scores after pediatric traumatic brain injury.

    Linda Ewing-Cobbs;Marcia Barnes;Jack M Fletcher;Harvey S Levin

  • Classification of Learning Disabilities: An Evidence-Based Evaluation. Executive Summary.

    Jack M. Fletcher;G. Reid Lyon;Marcia Barnes;Karla K. Stuebing

  • Assessment of Reading and Learning Disabilities A Research-Based Intervention-Oriented Approach

    Jack M Fletcher;Jack M Fletcher;Jack M Fletcher;Barbara R Foorman;Barbara R Foorman;Barbara R Foorman;Amy Boudousquie;Amy Boudousquie;Amy Boudousquie;Marcia A Barnes;Marcia A Barnes;Marcia A Barnes

  • The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen years of age

    Marcia A. Barnes;Marcia A. Barnes;Maureen Dennis;Jennifer Haefele-Kalvaitis

  • A model of neurocognitive function in spina bifida over the life span

    Maureen Dennis;Susan H. Landry;Marcia Barnes;Jack M. Fletcher

  • Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12

    Yusra Ahmed;David J. Francis;Mary York;Jack M. Fletcher

  • Arrested development and disrupted callosal microstructure following pediatric traumatic brain injury: Relation to neurobehavioral outcomes

    Linda Ewing-Cobbs;Mary R Prasad;Paul R Swank;Larry A Kramer

  • The Cognitive Phenotype of Spina Bifida Meningomyelocele.

    Maureen Dennis;Marcia A. Barnes

  • Knowing the meaning, getting the point, bridging the gap, and carrying the message : aspects of discourse following closed head injury in childhood and adolescence

    Maureen Dennis;Marcia A. Barnes

  • Understanding of literal truth, ironic criticism, and deceptive praise following childhood head injury.

    Maureen Dennis;Karen Purvis;Marcia A. Barnes;Margaret Wilkinson

  • Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties

    Kimberly Raghubar;Paul Cirino;Marcia Barnes;Linda Ewing-Cobbs

  • Attentional-inhibitory control and social-behavioral regulation after childhood closed head injury: do biological, developmental, and recovery variables predict outcome?

    Maureen Dennis;Sharon Guger;Caroline Roncadin;Marcia Barnes

  • Early brain injury in children: Development and reorganization of cognitive function

    Linda Ewing-Cobbs;Marcia A. Barnes;Jack M. Fletcher

Frequent Co-Authors

Maureen Dennis
Maureen Dennis University of Toronto
Susan H. Landry
Susan H. Landry The University of Texas Health Science Center at Houston
Paul R. Swank
Paul R. Swank The University of Texas Health Science Center at Houston
Linda Ewing-Cobbs
Linda Ewing-Cobbs The University of Texas Health Science Center at Houston
Jack M. Fletcher
Jack M. Fletcher University of Houston
David J. Francis
David J. Francis University of Houston
Nancy Eisenberg
Nancy Eisenberg Arizona State University
Beth M. Phillips
Beth M. Phillips Florida State University
Russell Schachar
Russell Schachar University of Toronto
Christopher J. Lonigan
Christopher J. Lonigan Florida State University

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